Poor performance in English in secondary schools in Kenya is a problem that acts as a hindrance for learners to join institution of higher learning; since most courses offered in these institutions require one to have passed highly in the subject. In Emuhaya Sub County, majority of learners have been posting very low mean grades. Between 2013 and 2017 the Sub County posted an average mean of 4.26 compared to the neighboring Hamisi, which had an average mean of 4.51. Studies have revealed that attitudes towards English language can be caused by various factors. The relationship between students’ attitude towards English curriculum learning experiences and achievement in English is however not known. The objective of this study was to determine the relationship between students’ attitude towards English curriculum learning experiences and achievement in English. The conceptual framework had the independent variable as attitude towards learning experiences and the dependent variable was achievement. The study concluded that the relationship between students’ attitudes towards the English language curriculum learning experiences and achievement was generally significant with a Pearson’s r of .67. This means that when students are exposed to more learner friendly experiences, they will improve on their attitudes and therefore better achievement will be noted. The study recommended that teachers should employ more learner centered activities in the teaching process. The findings of this study are significant in helping teachers change their approaches to teaching English subject and help curriculum developers in in-servicing teachers on the best approaches to use while teaching. In the long run, an improvement learner achievement is to be noted.